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Monthly Archives: March 2016

8.G.9 Day 4

Volume Of A Cone.

  • Begin by showing students the video of the cone pouring water into the cylinder.
    • Have them hypothesize at how many cones it takes.
    • Show them the 2nd act.
  • From here try to have students derive the formula for the volume of a cone based on what we know about cylinders.
  • After students successfully find the formula then they can practice several basic cone problems.
  • Students will then step up to more complex problems including composite figures with cones and cylinders.

8.G.9 Day 3

Surface Area of A Cylinder

  • Students will get an 8.5x11in sheet of paper taped together in a tube. Assuming the tube has a top and bottom, how would you find the surface area of the tube?
    • The goal is to initially get every student to realize that a cylinder is made up of a rectangle and two circles.
    • The second goal is for students to then measure the area of all three shapes and add them together.
  • Students will then work on a drawn example where only the height and radius are given. From this example students need to see that the length of the rectangle is not given and that it will have to be calculated because it is the same as the circumference of the cylinder.
  • Students will then derive where the formula for surface are of a cylinder comes from.
  • Students will practice several more examples.

8.G.9 Day 2

Volume of A Cylinder

Focus Q – How do you find the volume of a cylinder?

  • Students will use the Volume Formula for prisms (V=Bh) to see if they can figure out how to solve the volume of a cylinder.
  • Students then practice finding the volume of basic cylinders.
  • If time allows students will work on more complex problems comparing volumes of cylinders.

8.G.9 Day 1

Intro To Volume

Focus Q – What are volume and surface area? How do you find them for a rectangular prism?

  • Students will work in groups to come up with a written or pictorial definition of volume – followed by surface area.
  • Students will be provided (if supplies allow) a small amount of unified cubes and a box to demonstrate what they are referencing or to assist in their determination.
  • Once this is done, students will be given several chances to practice this on various rectangular prisms.
  • If time allows students should be given a chance to find the area and circumference of several circles. This could be an exit ticket or a starter for the next day.

8.G.1-4 Day 4

Students learn how to apply transformations together to move shapes around the coordinate plane.

Focus Question: How do you use multiple transformations to move a figure?

 

Students work on the transformations rich task. Have students first try to do figure 1 without cutting the shape out, then try to find two more ways with cutting the shape out. Make sure students describe all the methods appropriately and use transformation language like (x+5,y+3). Students will work in pairs and I will check at least 3 methods on  one shape with each group.